LESSON FLOW TOPIC: Jobs

TARGET STRUCTURE: “like + ing and would like + infinitive with (to)”
TARGET VOCABULARY: farmer, barman, chef, mechanic, nurse, airline pilot, police, and teacher

1. Greetings and Introduction Set classroom mood

Timing: 1-2mins. Introduce Teachers name and Class Rules Set
student/teacher expectations

2. Pre-Grammar Task WARM-UP ACTIVITY : Photo Preview

Timing: 7 mins T will show photo of different jobs around the world on the board
and SS will match a phrase and adverts that suits the job.
Example:
a. Farmer
b. Chef
c. Mechanic etc.
Phrases:
a. Work inside
b. Work outside
c. Work with people etc.
Adverts:
3. Grammar Task TASK: Choosing a career
Timing: 20 mins. - SS will write down three jobs they would like to do and three
jobs they wouldn’t like to do. Ss prepare a summary of their
discussion.
PLANNING: Think, Pair & Share
1. In pairs of two, Ss will read the adverts again and
choose
 A job they’d like to do
 A job they wouldn’t like to

Ask partner questions using vocabulary from Warm-up

stage. (Do you like....? / Would you like to…?)

2. In pairs, discuss why you chose or didn’t choose each

job.
REPORTING:
- SS will present the summary of their output in front of the
class.
3. Language Focus List down sentences about things SS present likes and
Timing: 15 mins. dislikes as well as imagining a future possibility
introducing “like+ing”.“would like + to infinitive”
pattern.
Explain how to form and use grammar focus.
Prepare students for the Writing Activity
**This is a writing task (individual)
WRITE AN ADVERTS OF THE JOB OF YOUR CHOICE
Write similar adverts for a job of your choice.
(Check the examples in the warm-up stage)
4. Wrap Up SCRIPT REVEAL
Timing:3mins. T will show a dialogue script on the board and Ss will identify
if the script uses the correct grammar pattern.
Teacher: George Class: HS (1:4) Lesson #: 3 No. students: 6 Date: 9/28/2019 Time: 45 mins.

Class profile: Group class with 13-16 years old high school students from Capitol Site in Pre- Lesson Type: Task-Based Lesson for High school in Pre-
Intermediate Level. Can speak and understand English, Can write simple and complex sentences. Has Intermediate Level
limited vocabulary, strong regional accent and weak grammar structure.

Lesson Objective(s): By the end of the lesson, the students will be able to talk about their preferred jobs, used expressions “like + ing” and “would like + to infinitive” ;
Read texts with the target language ; Create their written version of sentences about their preferred jobs and apply the target language in their written work.
Materials:
Target Structure/Language:
- Whiteboard
- Board marker
Like + -ing form Would like to + infinitive - PowerPoint slide
- Flashcards
(?) Do you like working with people. (Yes, (?) Would you like to work from home?
I do. / No, I don’t) (Yes, I would. / (No, I wouldn’t) - Audio/speaker (for Listening)

(+) I like learning new skills. (+) I’d like to be a chef.

(-) I don’t like working outside. (-) I wouldn’t like to be a farmer.

Target Vocabulary:

farmer, barman, chef, mechanic, nurse, airline pilot, police, and teacher

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 TIMING LESSON STAGE STAGE AIM(S) TEACHER DOES… STUDENTS DO… ANTICIPATED PROBLEM
Teacher Introduce name and class rules and Introduce names in class Problem: Students does not
2 mins GREETINGS Introduces expectations feel comfortable with teacher
AND Name and Class S: My name is …… and unresponsive
INTRODUCTION Rules T: Hello Student. I’m Teacher Jackie. Listen to teacher and follow
I’m glad to meet you. classroom rules Solution: Be engaging and
animated in class.
Class rules:
Listen to teacher. / Take Turns. /
Speak English AT ALL TIMES.
Prepare WARM UP: PHOTO PREVIEW -Listen to teacher’s instruction Problem: Picture quality and
7 mins PRE-TASK PHASE students to the -They will see a photo of instruction is unclear
task. SS will T will show photo of different jobs different jobs.
identify around the world on the board and At least 3-4 students will be called Solution: Demonstrate how
distinguishing SS will match a phrase and randomly to describe what they see the task will be done and
changes on the adverts that suits the job. in the photo what is expected of the
given photo. Photos will be distributed in class so students. Make sure photos
Example:
that students get a closer look on to be displayed are clear and
a. Farmer
b. Chef the photo. the details in the photo are
c. Mechanic Pictures will be posted back on the good quality.
Phrases: board for further questions
a. Work inside “What else is different about T’s life
b. Work outside then and now?”
c. Work with people Students will be encouraged to give
Adverts more assumptions or guesses

GRAMMAR For the students TASK : LIFE IN 10 YEARS Students will be put in groups of Problems: Students might not
TASK PHASE to discuss how Gather students to work in groups of three. get the idea and the task.
20 mins their life was three. Tell them to talk about their They will ask each other the They end up asking the wrong
different ten life ten years ago. Put the following following questions: questions.
years ago question on the board:
 What did you look like? Solution: Explain the objective
 What did you look like?  What was different about of the task. Provide an
 What was different about your life? example response to question
your life? 1 and encourage students to
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  Did you have different like
and dislikes? Different
hobbies?
 Are you very different now?
Explain that the questions are to help
them start talking. Give them a time
limit of 3-5 minutes to discuss this.
Circulate and listen to the students
doing the task but will not correct
any language at this stage.
PLANNING: SHARING ANSWERS
00--00 After 5 minutes, tell students they
For students to must work together to gather all
prepare an oral information they learned from each
report of their other. Write their answers on a chart
task prepared by teacher. (Worksheet 2)
Set time limit to 5-minutes for this
task.
REPORTING:
Require students to write notes for
this summary to prepare them for
the oral report. Ask for a
spokesperson from each group to
report the summary. Tell the class
that they must listen to each group’s
report and decide at the end of all
the reports which students have
changed the most in the past ten
years. After all the reports, ask
students who they think has changed
the most. Ask the students who have
changed the most
 Did you have different like ask teacher if they still get
and dislikes? Different confused in the task. To check
hobbies? understanding, do ICQ.
 Are you very different
now?
Must be able to answer the
questions and ask each person in
the group to share something
about their life and their interests
00--00
After sharing and discussion of task, 00--00
SS must brainstorm and make a Problem: Does not know what
summary of their responses on a to write on the worksheet.
written note. Solution: Provide an example
Students get a Worksheet Paper for student reference. Either
and write their summary of on the board or on their
information. They will also agree on worksheet. Encourage
who will be reading their work in students to ask questions
front of class for oral reporting. when they get confused.
Writing a Summary
Names of Students:
(1)
(2)
(3)
Question 1: What did you look like?
S1:
S2:
S3:
Questions 2: What was different
about your life?
S1:
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 **For next meeting, ask students S2:
who have changed the most to bring S3:
in/share a photo of themselves at
that time Question 3: Did you have different
like and dislikes? Different hobbies?
S1:
S2:
S3:

Question 4: Are you very different

00--00 now? 00--00
For student to S1: Problems: Students feel shy
present their S2: sharing some information
reports and find S3: about themselves.
out who was Solution: Persuade students
most different 00--00
ten years ago. Students will be asked to pay
attention to the presenters
Choose a spokesperson for their
group and share a report of their
discussion so that the class can find
out who had the most changed
life/lifestyle in the past ten years.
They will identify the person who
has changed a lot and request a
photo on their next meeting to
share in class.

**Optional: Complete a chart and

write their information on the
board – so that other can see the
changes. There will be another
team member who will volunteer
to write on the board.

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 **Another option: Provide a
“cartolina paper/white paper”
where students can write or draw
the changes that happened in their
life ten years ago.
15 mins LANGUAGE FOCUS For student to CLASSIFYING SENTENCE - Draw the Listen to an audio recording which Problems: Audio used has
hear a fluent Student’s attention back to the talks about someone’s past poor quality.
English speaker photo of you on the board. experience but they are no longer
doing the same doing at present time. Solution: Check speaker and
task GRAMMAR EXPLAINED - Choose two test it properly. Can read
or three sentences from your text Prepare self for individual oral aloud if there is no other
which include the grammar used recitation and answer some follow option. May use best speakers
to and write them on the board. For up questions: in class for assistance.
example: e.g. What did the speaker say about
her hair? / What did she say about
a) I used to go to heavy metal her job?
concerts.
b) I used to have long black hair.
To raise c) I used to wear tight leather Read sample texts with the Problems: Focused only on
student’s trousers. grammar focus. They must identify the form but not the meaning
awareness d) I didn’t use to do my homework. the commonly used word(s) among and usage of grammar
about the target Check that students understand the the sentences. introduced
language meaning of the sentences. This is
best done by concept check Listen and learn to teacher as she Solution: Give examples,
questions. For example, for a) above, discuss when to use “used to” define the meaning, usage
the concept check questions would and form. Support with
be: SS accuracy will be corrected on multiple examples as much as
this part. possible
Did I go to heavy metal concerts in
the past? (Yes) Will read a story – script from the
audio and identify the sentences
Was it a regular occurrence? (Yes)
with “used to”
Do I go to heavy metal concerts now?
(No).

Explain the rules of form for used

to: used to + infinitive and didn’t use

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 to + infinitive At this point you could
distribute the script of your story and
ask students to find other examples
of how you used used to. Point out
that in English we use used to to talk
about states and habits that
continued for a period of time in the
past.

TELL ME 3 THINGS ABOUT YOU - If

you feel that your class needs some
restricted practice in the grammar,
ask them to write down three things
that they used to do and three things
that they didn’t use to do when they
were children. Circulate and monitor.
Ask students to check their sentences
with each other and elicit some
examples to put on the board.
To give the Work on a written activity Problems: Might miss this
student some Optional follow-up They have to write three things important part due to time
restricted about themselves that they used to constraint.
written practice Aim: To give the students a chance to do and now they didn’t use to do Solution: Prepare the task
in the target repeat (and hopefully improve) the which should be connected to
language task. Students work will be monitored by the previous activity so that
teacher. The optional activity will there is smooth transition and
Ask students to work with a partner be used when there is still time. task can be carried out within
that they haven’t worked with yet the time limit.
during this class. Tell them to repeat
the same task as they did at the
beginning of the class, but that they
should try to include the target
structure used to into their speaking.

Once students have practiced

together, ask a couple to report back

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 to the class what they talked about
with their partner. Use this time to
focus on accuracy, i.e. correct what
they say if they make mistakes using
the target language.
3 mins WRAP UP ACTIVITY Help students ODD MAN OUT
aurally Teacher make several list composed
recognize the of words related to “used to” and
previous “didn’t use to” and one word serves
information as a distracter. These words can be
made up from the words students
are currently studying.
Divide students into small groups Problems: Questions are
Tell them they will read words and confusing and does not
have to find the word that does not review students mastery of
belong in the sentence. the topic
They should choose the incorrect
word which must be eliminated in Solution: Prepare appropriate
the sentence to make is questions related to what
grammatically correct. They should students learned
be able to show comprehension by
explaining what the statement
mean(s)
The first team to identify the “odd”
word wins a point